Chart 1: Sixth Grade Interim Assessment in Literacy
“Planning backwards” using performance assessment: Wiggins, Grant and
McTighe, Jay. Understanding by Design, (2000)
IA 1
Diagnostic
IA 2
Written
character
study based
on short story
or book:
Series of reading and writing experiences that include
at least three (3) of the following:
Essay or
Response
journal or
Monologue
IA 3
IA 4
--Original creative writing (coordinated with reading in
same genre):
IA 5
Literary
response that
includes a
judgment and
extends
understanding:
Poetry
Essay,
Scene, monologue or dialogue
Reader’s
Fables, myths or fairy tales
letters, or
Reader response writing: Journals or Narratives
Journals
--Nonfiction writing (coordinated with reading in same
genre:
--Advertising or public relations writing (precursors of
persuasive writing)
--Journalistic articles (newspaper or magazine)
--Media writing (web site)
Publication
One of the above genres will be developed and
expanded further to create a significant “publication”
of student work that will be shared
Oral Component
One of the above genres will be presented to fulfill the
oral component (either IA 2,3, 4, or 5)
* Skills related to performance indicators may include: content knowledge; ability
to write using a variety of genres; expressiveness and invention; sustained
writing; use of quotations, evidence, and transitions; correct usage.
Chart 2: Seventh Grade Interim Assessment in Literacy
“Planning backwards” using performance assessment: Wiggins, Grant and
McTighe, Jay. Understanding by Design, (2000)
IA 1
Character
Study based
on short story
or book:
IA 2
IA 3
IA 4
Series of reading and writing experiences that include
at least three of the following:
IA 5
Character study
based on short
story or book:
--Original creative writing (coordinated with reading in
same genre)
Short story
Essay or
Poetry
Response
Essay or
Response
Scene, monologue or dialogue
journal or
journal or
--Reader response writing
Monologue
Monologue
Journals
Narratives
--Non-fiction writing (coordinated with reading in same
genre):
Autobiographical writing
Biography
Journalistic articles (newspaper or magazine)
Publication
One of the above genres will be developed and
expanded further to create a significant “publication”
of student work that will be shared
Oral Component
One of the above genres will be presented to fulfill the
oral component (either IA 2,3, 4, or 5)
* Skills related to performance indicators may include: content knowledge; ability
to write using a variety of genres; expressiveness and invention; sustained
writing; use of quotations, evidence, and transitions; correct usage.
Chart 3: Eighth Grade Interim Assessment in Literacy
“Planning backwards” using performance assessment: Wiggins, Grant and
McTighe, Jay. Understanding by Design, (2000)
IA 1
IA 2
IA 3
IA 4
Character
study based
on novel:
Series of reading and writing experiences that include
at least three (3) of the following (coordinated with
reading in same genre):
Essay using
evidence and
text details
--Original creative writing
IA 5
Graduation
PerformanceBased
Assessment
Task
Character study
based on novel:
Essay using
evidence and
text details
Short story (particular genre, e.g., mystery story)
Poetry
Oral
component:
Dramatic writing
--Reader response writing:
Oral
component:
Performance
Monologue
Journals
Monologue
Narratives
Defense or
Fictional point of view
Presentation
or Defense
--Non-fiction writing (coordinated with reading in
same genre):
Persuasive essay
Publication One of the above genres will be
developed and expanded further to create a
significant “publication” of student work that will be
shared
Oral Component One of the above genres will be
presented to fulfill the oral component (either IA 2,3,
4, or 5)
* Skills related to performance indicators may include: content knowledge; ability
to write using a variety of genres; expressiveness and invention; sustained
writing; use of quotations, evidence, and transitions; correct usage.
Consortium DYO for Middle Schools
Interim Assessment in Math—6th Grade
“Planning backwards” from graduation requirement: Wiggins, Grant and McTighe, Jay. Understanding by Design, (2000)
IA 1 Diagnostic Perf. Task
Problem solving task that:
IA 2
IA 3
IA4
Performance tasks selected from choices below:
IA 5
Problem solving task
--Is open-ended
--Problem solving task applying geometry and
similar in content to
--Has multiple entry points
measurements in a project or to obtain specific prod.
diagnostic (IA 1), only at
--Includes a writing component
--Problem solving applying fractions
a more challenging level.
--Problem solving applying decimals and percents
--Problem solving using data and analysis
Content choices based on
Each of the following should be included in one or more
6th grade standards:
of interim assessments 2-4:
--Number sense or
--Oral component (exhibition, roundtable, presentation,
--Patterns
or defense)
--Group problem solving
--Writing component
Interim Assessment in Math—7th Grade
IA 2
IA 1
IA 3
IA 5
IA4
Performance task using a story
problem based on:
Performance tasks selected from choices below:
Problem solving task
--Problem solving task applying geometry
similar in content to
--Statistics and/or
--Problem solving applying probability
IA 1, only at
--Patterns
--Problem solving applying measurement
a more challenging level.
--Problem solving using algebra
Task must:
--Be open-ended
Each of the following should be included in one or more
of interim assessments 2-4:
--Have multiple entry points
--Project or product
--Include a writing component
--Oral component (exhibition, roundtable, presentation,
or defense)
--Group problem solving
--Series of quizzes/tests on content
Interim Assessment in Math—8th Grade
IA 5
IA 1
IA 2
IA 4
IA 3
Problem solving
task based on
patterns using
algebra.
PBAT Required
for Graduation
Performance tasks selected from choices below:
Performance
Performance
--Problem solving task applying coordinate
geometry
assessment task
similar in
assessment task based on
original diagnostic
--Problem solving applying transformations
--Problem solving applying algebra
content to IA 1.
(see IA1, 6th grade), only at a
more challenging level.
Task must:
--Be open-ended
--Have multiple
Two of the following should be included in one or
both of interim assessments 2 and 3:
Content based on
algebraic patterns and
entry points.
--Oral component (exhibition, roundtable,
involving graphic
presentation, or defense)
calculator.
--Group problem solving
--Writing component